Appendix A: Adult Informed Consent Form
You are invited to participate in a research project being conducted by Jennifer Hart, a student at the University of Maine at Farmington. The purpose of the research is to understand individual expectations and motivation habits.
What Will You Be Asked to Do? If you decide to participate, you will be asked to individually answer a questionnaire at the beginning of the study. This will take roughly 10 minutes to complete. During the study, you will be given academic tips to guide your learning and engagement, and you will be asked to focus on them each week. After each week, you will be asked questions pertaining to how you felt the strategies worked.
Risks? There is the possibility that you may be uncomfortable providing information asked. The time involved and inconvenience of the study may be risks of participating in the study as well. Benefits? There are no direct benefits to you from participating in the study. However, as a participant you may gain valuable insight into learning styles more tailored to your individual tendencies. This may help you perform better academically and in other areas of your life. Aside from this benefit to the participant, this research will help Jennifer Hart learn more about individual performance.
Confidentiality? Names will not be connected to responses. Participants will be asked to provide a 4-digit code that will be used to connect their pre-measures with the data from each interview. The documents and files from this study will all be kept in a secure database. Some data may be shared with Dr. Lori Koban. This data will be unidentifiable since a 4-digit code will be used to connect responses. Interviews with the students will be conducted by Jennifer Hart and coded using each 4-digit code. Jennifer Hart will be aware of each participant’s name, but the qualitative data will be recorded under the 4-digit code. Data may be shared with Lori Koban after the study has ended for data analysis purposes. All data from the study, including the participant key, will be kept until the end of the semester and then destroyed.
Voluntary? Participation is voluntary. If you choose to take part in this study, you may stop at any time. You may skip any questions you do not wish to answer. There are no repercussions for not continuing or declining to take the study questionnaire. Furthermore, you have the
opportunity to withdraw from the study and lesson plans at any time without penalty. I, __________________________________________, fully understand the purpose of this research and the procedures to be followed. I understand that my records will be kept
confidential, my participation is voluntary, and that I may withdraw at any time without penalty. I also recognize that I may skip any questions I don’t wish to respond to. Results of this research will be shared in the form of one or more publications and verbal presentations. If you have any
questions about this study, please contact me, Jennifer Hart, at [email protected]. You may also reach the faculty advisor, Dr. Lori Koban, on this study at [email protected]. By signing below, I assert that I am 18 years or older, fully understand the above, and give my consent to serve as a subject in this research. (If you would like a summary of the results, please make the request of the researcher at the contact given above).
Appendix B: Pre-Questionnaire
What year in school are you?
-
Freshman-
Sophomore-
Junior-
Senior-
Other:What is your age?
-
18-
19-
20-
21-
22-
Other:What is your GPA?
What three things do you do to succeed academically? Academic habits
On a scale from 1 to 5, with 1 representing not at all and 5 representing very true rate the following:
-
I make sure to study on a regular basis-
I dedicate at least 6 hours a week to this course outside of class-
I almost always put forth my best effort in this class-
I do all of the homework assignments-
If homework is graded, then I am more likely to do it-
I prefer homework assignments with specific deadlines rather than ones that have flexible deadlines-
I am more likely to do homework if I am working with other students-
I look over class notes in between classes to make sure I understand the material-
I am organized-
I take good notes in class-
I listen carefully in class-
I come to class each time it meets-
I see myself as a role model for other students-
I think about my future-self when studying or attending class-
I think about why I should do my homework-
The way I study is unique to me-
I approach my studies in a way that makes me different from others-
I schedule a specific time to study-
I reward myself for doing my homeworkAcademic Motivation (Vallerand, Pelletier, Blais, Briere, Senecal, & Vallieres, 1992) On a scale from 1 to 7, with 1 representing does not correspond at all and 7 representing corresponds exactly rate the following:
-
Because with only a high-school degree I would not find a high-paying job later on-
Because I experience pleasure and satisfaction while learning new things-
Because I think that a college education will help me better prepare for the career I have chosen-
For the intense feelings I experience when I am communicating my own ideas to others-
Honestly, I don’t know; I really feel that I am wasting my time in school-
For the pleasure I experience while surpassing myself in my studies-
To prove to myself that I am capable of completing my college degree-
In order to obtain a more prestigious job later on-
For the pleasure I experience when I discover new things never seen before-
Because eventually it will enable me to enter the job market in a field that I like-
For the pleasure that I experience when I read interesting authors-
I once had a good reasons for going to college; however, now I wonder whether I should continue-
For the pleasure that I experience while I am surpassing myself in one of my personal accomplishments-
Because of the fact that when I succeed in college I feel important-
Because I want to have “the good life” later on-
For the pleasure that I experience in broadening my knowledge about subjects which appeal to me-
Because this will help me make a better choice regarding my career orientation-
For the pleasure that I experience when I feel completely absorbed by what certain authors have written-
I can’t see why I go to college and frankly, I couldn’t care less-
For the satisfaction I feel when I am in the process of accomplishing difficult academic activities-
To show myself that I am an intelligent person-
In order to have a better salary later on-
Because my studies allow me to continue to learn about many things that interest me-
Because I believe that a few additional years of education will improve my competence as a worker-
For the “high” feeling that I experience while reading about various interesting subjects-
I don’t know; I can’t understand what I am doing in school-
Because college allows me to experience personal satisfaction in my quest for excellence in my studiesBig Five Inventory (John & Srivastava, 1999)
On a scale from 1 to 5, with 1 representing disagree strongly and 5 representing agree strongly, rate the following:
-
I see myself as someone who:-
is talkative-
tends to find fault with others-
does a thorough job-
is depressed, blue-
is original, comes up with new ideas-
is reserved-
is helpful and unselfish with others-
can be somewhat careless-
is relaxed, handles stress well-
is curious about many different things-
is full of energy-
starts quarrels with others-
is a reliable worker-
can be tense-
is ingenious, a deep thinker-
generates a lot of enthusiasm-
has a forgiving nature-
tends to be disorganized-
worries a lot-
has an active imagination-
tends to be quiet-
is generally trusting-
tends to be lazy-
is emotionally stable, not easily upset-
is inventive-
has an assertive personality-
can be cold and aloof-
perseveres until the task is finished-
can be moody-
values artistic, aesthetic experiences-
is sometimes shy, inhibited-
is considerate and kind to almost everyone-
does things efficiently-
remains calm in tense situations-
prefers work that is routine-
is outgoing, sociable-
is sometimes rude to others-
gets nervous easily-
likes to reflect, play with ideas-
has few artistic interests-
likes to cooperate with others-
is easily distractedAppendix C: Academic plans
Upholder:
• Schedule homework for a specific time each day
• Keep a checklist for each homework assignment or problem to check off each time you finish something
• Create a list of all of the classes in the semester left and only cross off each day you attend class
• Add SI to your schedule and attend each week Obliger:
• Have an accountability partner to tell each other what you want to accomplish by the end of the week and hold each other to it
• Go to SI each week where they will expect your attendance
• SI leader will message you each night before homework is due asking if you have completed the assigned work
• Partner with a student in the class to work on homework outside of class each week • Pair up with someone in the same class and agree to meet somewhere and walk together
to class 15 minutes early
• Plan a small reward for when you finish your daily assignments Questioner:
• Chart your progress in the class by keeping information on your grades and attendance • Think about and reflect on why you want to attend class more or keep up on the
homework
• For each assignment, begin by writing down why it is important that you do it • Think and plan out your future path and how this class is important for it
• Meet with the professor during office hours to discuss the importance of the material Rebel:
• Focus on what academic habits you want to improve on and write a small reflection • Jot down ideas on how the coursework allows you to be true to yourself and identify with
the work
• Instead of scheduling time to do homework, do it when it feels most convenient for you each day
• Use a path to get to class that other students may not take